Collaboration to improve assessment

This article describes some of the demands that the LA district allegedly is making of schools it authorizes. Yikes! http://laschoolreport.com/la-charter-schools-risk-denials-by-lausd-rather-than-accept-bureaucratic-demands/?utm_source=hs_email&utm_medium=email&utm_content=58055842&_hsenc=p2ANqtz-9t8_Nqs0PKfTbrkiI5twnPIUg1vYAPoWADkikGBx7NvysGaFkRouTOC-7PEZqRbra9TY5EIIkADwcepo-L5QQVmMwuoMfvTimlF7NrZC6Pus6vEDk&_hsmi=58055842

In talking with educators in both the charter and district sectors of public education—and in looking teacher retention rates and job satisfaction surveys—its clear this country has a problem. Too many teachers do not feel valued, and do not feel like they can bring their full professional expertise to the table in meeting the needs of their unique students. Teacher-powered schools —schools where teachers collectively, as a team, make decisions about learning program, curriculum model, staffing, etc.—are an idea that brings good teachers in both the district and charter sectors of public education together behind a shared purpose. Indeed, one of the key original purposes of the charter school law was to give teachers larger professional roles in innovating with student learning.

What's in it for me and our district? A superintendent asked me that recently, referring to collaboration between a district and local chartered public schools. I cited the example of a dramatic increase in # of students participating successfully in dual credit in 4 district schools, as part of a collaborative effort. Collaboration can help youngsters by helping adults learn from each other and uses that learning to help more students succeed. Here's a link to more info about that collaboration. https://www.minnpost.com/learning-curve/2015/01/dual-credit-programs-are-pushing-low-performing-students-complete-high-school